基于APOS理论的复数概念教学设计  

Teaching Design of Complex Concepts Based on APOS Theory

作　　者：马鑫宇 于伟艳 桑海风[1] 

机构地区：[1]北华大学数学与统计学院,吉林 吉林 [2]吉林市第一中学,吉林 吉林

出　　处：《教育进展》2024年第6期633-637,共5页Advances in Education

摘　　要：复数的引入是高中数学学习阶段中数系的一次扩张,不仅推广了实数的四则运算,而且还遵循着实数的四则运算规律。对于高一的学生而言,面对复数这一抽象的概念,往往理解不透。APOS理论表明数学概念的学习是一种建构过程,理论包括活动、过程、对象、图式四个阶段。本文从APOS理论的视角出发,利用文献研究法、访谈研究法和APOS理论,对复数概念进行教学设计。The introduction of complex numbers is an expansion of the number system in the high school mathematics learning stage, which not only popularizes the four operations of real numbers, but also follows the four rules of operation of real numbers. For students in the first year of high school, they often do not understand the abstract concept of complex numbers. The APOS theory shows that the learning of mathematical concepts is a construction process, which is divided into four stages: activity, process, object, and schema. From the perspective of APOS theory, this study uses literature research and interview research methods to design the teaching of complex number concepts based on APOS theory.

关 键 词：建构主义 APOS理论 复数 教学设计 

分 类 号：G63[文化科学—教育学]